Christian Ydesen

Anette Faye Jacobsen

Anne Katrine Gjerloff

Ellen Norgaard

Da skolen blev sin egen. 1920-1970 handler om en tid, hvor folkeskolen blev den fAelles skole for langt de fleste born, og hvor stadig flere elever fortsatte deres skolegang efter 7. klasse. Nye reformpAedagogiske ideer om en skole med barnet i centrum og en mindre autoritAer lAererrolle tonede frem i skyggen af de to verdenskrige, men mange steder forandrede skolens hverdag sig kun lidt. I takt med at land blev til by, okonomien blev bedre, og de nye ideer fik oget gennemslagskraft, begyndte undervisnings- og omgangsformer dog at Aendre sig - og spanskroret blev afskaffet. Kirkens arhundredlange indflydelse pa skolen svandt gradvist, mens nye psykologiske ekspertgrupper kom til. Med dem fulgte en udbygget sAerundervisning til de svageste elever. Sammen med periodens mange skoleforsog og en lAengere og mere akademisk lAereruddannelse skabte det en egen respekt om skolen. Andre krAefter skubbede ogsa pa udviklingen, hvad enten det var forAeldre, der onskede mere uddannelse til deres born, eller erhvervsliv og politikere, som talte for intelligensreservernes mobilisering i vAekstens, velfAerdens og demokratiets navn.

1920-1970

Da skolen blev sin egen

This edited volume focuses on the historical role of the OECD (The Organisation for Economic Co-operation and Development) in shaping global education policy. In this book, contributors shed light on the present-day perspective of Comparative Education as a logical addition to current scholarship on the history of international organizations in the field of education. Doing so, the book provides a deeper understanding of contemporary developments in education that will enable us to reflect critically on the trajectories and future developments of education worldwide.

The Formation of a Global Governing Complex

The OECD’s Historical Rise in Education

Bjorn Hamre

Anne Morin

Testing and Inclusive Schooling provides a comparative perspective on seemingly incompatible global agendas and efforts to include all children in the general school system, thus reducing exclusion. With an examination of the international testing culture and the politics of inclusion currently permeating national school reforms, this book raises a critical and constructive discussion of these movements, which appear to support one another, yet simultaneously offer profound contradictions. With contributions from around the world, the book analyses the dilemma arising between reforms that urge schools to move towards a constantly higher academic level, and those who practice a politics of inclusion leading to a greater degree of student diversity. The book considers the types of problems that arise when reforms implemented at the international level are transformed into policies and practices, firmly placing global educational efforts into perspective by highlighting a range of different cases at both national and local levels. Testing and Inclusive Schooling sheds light on new possibilities for educational improvements in global and local contexts and is essential reading for academics, researchers and postgraduate students interested in international and comparative education, assessment technologies and practices, inclusion, educational psychology and educational policy.

International Challenges and Opportunities

Testing and Inclusive Schooling

Christian Ydesen

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